Things from Readings

Question 1

Incidence of a disorder

Answer 1

…the reported frequency of new occurrences of that disorder over a long time (usually at least 1 year) in relation to the population in which it occurs. (Groher & Crary, 2016, p. 3).

Question 2

Prevalence of a disorder

Answer 2

…the number of cases in a population during a shorter, prescribed period, usually in a specific setting. (Groher & Crary, 2016, p. 3).

Question 3

Why is it impossible to get an exact measure of the incidence and prevalence of dysphagia across large and various populations?

Answer 3

1) differences in accepted definitions of dysphagia
2) setting in which incidence and prevalence is measured (acute, rehabilitation, chronic).

3) Difference is measurement tools across various studies (ie asking patient vs videofluoroscopy).
(Groher & Crary, 2016, p. 3).

Question 4

What is the importance of knowing the prevalence of a disorder in the relevant populaton, for a clinician?

Answer 4

1) Guide clinician in the detection of that disorder (ie if expecting half of all people in population ‘x’ to have dysphagia, they will look for it. If 1%, they probably won’t).
2) Assist in planning for devotion of resources to that disorder.
–> valuable assistance to medical personnel who initially screen for and manage the medical complications after acute stroke.
(Groher & Crary, 2016, p. 3).

Question 5

Across 27 languages, most Cs were acquired by 5;0. How many percent of Cs are produced correctly by 5;0?

Answer 5

93%
-but consider individual variability
(McLeod & Crowe, 2018)

Question 6

Children’s acquisition of speech involves mastery of the….

Answer 6

perception and production of 
consonants, 
vowels, consonant 
clusters, tones, 
prosodic features, and 
phonological rules 
of the language(s) they speak, with the outcome of intelligible speech.

(McLeod & Crowe 2018, p.1546)

Question 7

Percentage of consonants correct (PCC)

Answer 7

Divide the number of consonants produced correctly by the total number of consonants in a connected speech sample.
(Shriberg & Kwiatkowski, 1982 in (McLeod & Crowe 2018, p.1546)

Question 8

These 3 constructs are used by SLPs to describe children’s speech acquisition.

Answer 8

• age of acquisition
• PCC (percentage of consonants correct)
• early-8, middle-8, late-8

Question 9

Across 15 studies of English consonants, nasals, plosives and laterals typically were acquired earlier than most affricates and fricatives. Consonants produced with the lips, pharynx, and POSTERIOR tongue were typically acquired earlier than consonants articulated with the anterior tongue

Answer 9

BUT because of an interaction between place and manner, ANTERIOR plosives and nasals were acquired earlier than anterior fricatives and affricates.
((McLeod & Crowe 2018, p.1546)

Question 10

Early (2;0-3;11)

/p, b, m, d, n, h, t, k, g, w, ŋ, f, j/

Answer 10

Using the 90%-100% criteria across eight studies of typical speech acquisition.
(McLeod & Crowe, 2018, pp. 1558-9)

Question 11

Using the 90%-100% criteria across eight studies of typical speech acquisition, what are the
‘middle’ consonants, acquired 4;0-4;11?

(McLeod & Crowe, 2018, pp. 1558-9)

Answer 11

Middle (4;0-4;11)

/l, d͡ʒ, t͡ʃ, s, v, ʃ, z/

Question 12

Using the 90%-100% criteria across eight studies of typical speech acquisition, what are the
‘late’ consonants, acquired 5;0-6;11?

(McLeod & Crowe, 2018, pp. 1558-9)

Answer 12

Late (5;0-6;11)

/ɹ, ʒ, ð, θ/

Question 13

What differences did McLeod and Crowe (2018) find from the Shriberg (1993) analysis that described the ‘early, middle and late-8’?

(McLeod & Crowe, 2018, pp. 1561)

Answer 13

McLeod and Crowe’s study was of typically developing children, and Shriberg’s work was based on children with SSD. Shriberg’s late developing Cs were accurate (except /ʒ/ which was excluded) but were acquired, on average, younger than in Shriberg’s study.
The ‘early-8’ and ‘middle-8’ were not clearly deliniated, but instead were a steady acquisition from 2;0-4;11)

Question 14

Discussion of the implications of C-acquisitions studies for different theoretical approaches to speech acquisition, p. 1561, and clinical implications p. 1562

Answer 14

(McLeod and Crowe (2018) Children’s consonant acquisition in 27 languages: A cross-linguistic review. American Journal of Speech-Language Pathology, 27, 1546-1571

Question 15

What are the main indicators used by SLPs to measure children’s speech maturity and intelligibility?

Answer 15

Consonant acquisition (age norms) and accuracy (PCC)

McLeod & Crowe, 2018, pp. 1562

Question 16

Diadochokinesis (DDK) rate for typically developing 2 yr old children?

Answer 16

3-4 syllables per second on a DDK test

Question 17

Maximum phonation time (MPT) for typically developing 2 yr old children?

Answer 17

vowel /a/ sustained for 5-6 seconds

Robbins and Klee, 1987 in McLeod and Baker, 2017, p.192

Question 18

When do children’s first words appear?

When do they put two words together?

Answer 18

*~ 1 yr old
* by their second birthdays
McLeod and Baker, 2017,

Question 19

When do children acquire CCs?

Answer 19

2 yrs old, begin to master production of CCs - wide variability.
McLeod and Baker, 2017, p.196

Question 20

PCC =

Answer 20

(Number of correct consonants / number of incorrect + correct consonants ) x 100

Question 21

Which phonological processes are present in children’s speech between 1;6-2;0?

Answer 21

Final C deletion - 
Cluster reduction
Velar fronting
Stopping
Gliding
Context sensitive voicing
Assimilation

Question 22

DDK for kids 3;0-3;5
MPT

(Robbins and Klee, 1987 in McLeod and Baker, 2017, p.201)

Answer 22

/pɐ/              4.7/sec
/tɐ/               4.6/sec
/kɐ/              3.8/sec
patticake     1.4/sec
MTP for /ɐ:/  5.5sec

Question 23

DDK for Kids 3;6-3;11
MPT

(Robbins and Klee, 1987 in McLeod and Baker, 2017, p.201)

Answer 23

/pɐ/              4.8/sec
/tɐ/               4.8/sec
/kɐ/              4.8/sec
patticake     1.8/sec
MTP for /ɐ:/  7.8sec

Question 24

DDK for kids 4;0-4;5
MPT

(Robbins and Klee, 1987 in McLeod and Baker, 2017, p.201)

Answer 24

/pɐ/              4.9/sec
/tɐ/               4.8/sec
/kɐ/              4.6/sec
patticake     1.6/sec
MTP for /ɐ:/  8.0sec

Question 25

DDK for kids 5;6-5;11
MPT

(Robbins and Klee, 1987 in McLeod and Baker, 2017, p.201)

Answer 25

/pɐ/              5.1/sec
/tɐ/               5.2/sec
/kɐ/              4.9/sec
patticake     1.7/sec
MTP for /ɐ:/  9.4sec

Question 26

Which CCs can children generally produce by 3 yrs old?

Answer 26

Range of word initial CCs, typically containing /l/, /w/, or /s/
Word final clusters [-nd, -nt, -ŋk]
(McLeod et al., 2001) or
word initial and final
[st, sp, sp, -nd, -ts, -nt, -nz, -st, -ŋk]
(Watson and Scukanec, 1997)

Question 27

Average number of syllables per word
3;0 --> 1.26
4;0 --> 1.27
5;0 --> 1.29
Syllable and word shape inventory also expands

Answer 27

McLeod and Baker, 2017, p. 202

Question 28

Between 3 and 5 years is the time children acquire the majority of consonants, consonant clusters and vowels. True or false?

Answer 28

True

McLeod and Baker, 2017, p. 202

Question 29

Which English consonants are acquired after 5 years old?

Answer 29

/ð, θ/

Question 30

Which English consonants are acquired almost last, some studies say after 5 yrs but others just before, (but before /ð, θ/?

Answer 30

/v, z, ɹ, l/

Question 31

Most studies suggest that vowel production is reasonably accurate by the age of 3, but vowel production in polysyllabic words takes up until about 6 years.

Answer 31

McLeod and Baker, 2017, p.205

Question 32

These phonological processes still occur in the speech of 3-5 year old children:

Answer 32

weak syllable deletion
final consonant deletion
cluster reduction, fronting, stopping, deaffrication, gliding

Question 33

3-5 year old children no longer show these phonological processes:

Answer 33

Reduplication

Context sensitive voicing

Question 34

By 3 years children have usually mastered trochaic stress (strong-weak)
but they take until 7 to master words with non-final weak syllables

Answer 34

McLeod and Baker, 2017, p.207

Question 35

DDK for kids 6;0-6;5
MPT

(Robbins and Klee, 1987 in McLeod and Baker, 2017, p.209)

Answer 35

/pɐ/              5.4/sec
/tɐ/               5.3/sec
/kɐ/              4.9/sec
patticake     1.6/sec
MTP for /ɐ:/  11.0sec

Question 36

DDK for kids 6;6-6;11
MPT

(Robbins and Klee, 1987 in McLeod and Baker, 2017, p.209)

Answer 36

/pɐ/              5.5/sec
/tɐ/               5.4/sec
/kɐ/              4.9/sec
patticake     1.6/sec
MTP for /ɐ:/  11.5sec

Question 37

Phonetic inventory of 6 yrs +

Answer 37

All English consonants and vowels, and most consonant clusters

Question 38

Syllable and word shape inventory 6 yrs +

Answer 38

Can produce all English syllable shapes. Average syllables per word increases from 1.30 at 6;0 to 1.32 at 7;0and 1.33 at 8;0

Question 39

6yr old children produce most 2-element word-initial CCs correctly, but are still mastering…

Answer 39

2-element word-initial /ɹ/ and /s/ CCs (ie three) and MOST 3-element word-initial /s/ CCs (splash)

Question 40

Polysyllabic words with non-final weak syllables may still be hard to say until 6-7, for example

Answer 40

hippopotamus, ambulance, animals, caterpillar, elephant, escalators, spaghetti

Question 41

Typically bilingual children show a different pattern of development to monolingual peers. Most studies provide evidence of transfer between languages, but the amount varies.

Answer 41

McLeod and Baker, 2017, p. 212